Journal articles: 'Individualized education programs'

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Seaton, Jane B. "Individualized Education Programs." ASHA Leader 16, no. 10 (2011): 5–6. http://dx.doi.org/10.1044/leader.ftr8.16102011.5.

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Nickles, James L., Terry G. Cronis, Joseph E. Justen, and Garnett J. Smith. "Individualized Education Programs." Intervention in School and Clinic 28, no. 1 (1992): 41–44. http://dx.doi.org/10.1177/105345129202800107.

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Blackwell, William H., and Zachary S. Rossetti. "The Development of Individualized Education Programs." SAGE Open 4, no. 2 (2014): 215824401453041. http://dx.doi.org/10.1177/2158244014530411.

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SIMPSON, RICHARD L. "Individualized Education Programs for Students with Austism." Focus on Autistic Behavior 10, no. 4 (1995): 11–15. http://dx.doi.org/10.1177/108835769501000402.

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Egan. "Academic Advising in Individualized Major Programs." Journal of General Education 64, no. 2 (2015): 75. http://dx.doi.org/10.5325/jgeneeduc.64.2.0075.

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Christle, Christine A., and Mitchell L. Yell. "Individualized Education Programs: Legal Requirements and Research Findings." Exceptionality 18, no. 3 (2010): 109–23. http://dx.doi.org/10.1080/09362835.2010.491740.

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Flannery, K. Brigid, and Lisa A. Hellemn. "Building Strategically Aligned Individualized Education Programs for Transition." Journal of Special Education 49, no. 2 (2014): 67–76. http://dx.doi.org/10.1177/0022466914521771.

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Barrie, Wendy, and Joan Mcdonald. "Administrative Support for Student-Led Individualized Education Programs." Remedial and Special Education 23, no. 2 (2002): 116–21. http://dx.doi.org/10.1177/074193250202300208.

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Espin, Christine A., Stanley L. Deno, and Deniz Albayrak-Kaymak. "Individualized Education Programs in Resource and Inclusive Settings." Journal of Special Education 32, no. 3 (1998): 164–74. http://dx.doi.org/10.1177/002246699803200303.

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Smith, Stephen W. "Individualized Education Programs (IEPs) in Special Education—From Intent to Acquiescence." Exceptional Children 57, no. 1 (1990): 6–14. http://dx.doi.org/10.1177/001440299005700102.

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Grigal, Meg, David W. Test, John Beattie, and Wendy M. Wood. "An Evaluation of Transition Components of Individualized Education Programs." Exceptional Children 63, no. 3 (1997): 357–72. http://dx.doi.org/10.1177/001440299706300305.

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This study evaluated the transition component of the individualized education programs (IEPs) of 94 high school students between the ages of 18 and 21—students with learning disabilities, mild mental retardation, moderate mental retardation, and emotional/behavioral disorders. The study examined the format of the transition component document, compliance with the mandates of the Individuals with Disabilities Education Act (IDEA), and reflections of best practices, as well as the differences in these aspects of IEP transition components among disability groups. Results indicated that although the majority of the transition components complied with IDEA's mandate, they lacked many of the essential elements reflective of best practices in transition.

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Wilczynski, Susan M., Kathryn Menousek, Melissa Hunter, and Dipti Mudgal. "Individualized education programs for youth with Autism Spectrum Disorders." Psychology in the Schools 44, no. 7 (2007): 653–66. http://dx.doi.org/10.1002/pits.20255.

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Barrio, Brenda L., Darcy Miller, Yun-Ju Hsiao, et al. "Designing Culturally Responsive and Relevant Individualized Educational Programs." Intervention in School and Clinic 53, no. 2 (2017): 114–19. http://dx.doi.org/10.1177/1053451217693364.

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Developing culturally responsive and relevant individualized educational programs (IEP) is becoming increasingly more important as the student population becomes more diverse. Current supports available for IEP teams primarily address the technical aspects of the IEP (e.g., writing goals that are measurable) but offer little assistance in designing culturally responsive and relevant IEPs. This article provides a tool and process for integrating culturally responsive and relevant aspects into the IEP document and process. The Culturally Responsive and Relevant IEP Builder (CRRIB) was developed to guide IEP teams through this process and could be used to conduct assessments, evaluate current practices, and guide the development of interventions, strategies, and supports for students. The CRRIB helps maintain the team’s focus on enhancing the student’s cultural competence, incorporating the student’s prior experiences, and valuing the family’s frame of reference. A sample of the CRRIB with student information is included.

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Cavendish, Wendy, David J. Connor, and Eva Rediker. "Engaging Students and Parents in Transition-Focused Individualized Education Programs." Intervention in School and Clinic 52, no. 4 (2016): 228–35. http://dx.doi.org/10.1177/1053451216659469.

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The reauthorizations of the Individuals With Disabilities Education Act emphasize that students and parents are to be considered equal partners in the individualized education program (IEP) process. This article addresses how to move from compliance with the law to facilitating meaningful involvement of high school students and their parents in IEP and transition planning. This article offers recommendations of an effective way to facilitate student-led IEP meetings. These three phases of IEP can support teachers’ roles in facilitating student and parent involvement in student-led IEP meetings. This article provides a model of how best practices in pre-IEP, IEP, and post-IEP meeting protocols can be implemented and outlines practices for developing reciprocal relationships with students and parents to facilitate meaningful involvement in educational planning.

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Shriner, James G., and Lizanne Destefano. "Participation and Accommodation in State Assessment: The Role of Individualized Education Programs." Exceptional Children 69, no. 2 (2003): 147–61. http://dx.doi.org/10.1177/001440290306900202.

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The individualized education program (IEP) is both an important process and a document in decision-making concerning students' participation and accommodation in assessment. In this intervention study, training was found to increase the quality and extent of participation and accommodation documentation on the IEP. Correlations between what was documented on the IEP and what happened on the day of testing were highly variable. Although students' IEPs appeared to reflect individualized decisions, political and logistical factors limited the utility of the IEP and interfered with its actual implementation.

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Shah, Reshma P., Rangesh Kunnavakkam, and Michael E. Msall. "Pediatricians’ Knowledge, Attitudes, and Practice Patterns Regarding Special Education and Individualized Education Programs." Academic Pediatrics 13, no. 5 (2013): 430–35. http://dx.doi.org/10.1016/j.acap.2013.03.003.

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Van Reusen, Anthony K., and Candace S. Bos. "Facilitating Student Participation in Individualized Education Programs through Motivation Strategy Instruction." Exceptional Children 60, no. 5 (1994): 466–75. http://dx.doi.org/10.1177/001440299406000510.

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Public Law 101–467, the Individuals with Disabilities Education Act of 1990, specifies that students with disabilities, especially secondary-level students, should have an opportunity to participate in IEP conferences. This study investigated the effectiveness of strategy instruction designed to foster students' active participation in IEP conferences. High school students with learning disabilities and their parents participated in either strategy instruction or an orientation lecture/discussion. Results indicate that strategy-instructed students identified more goals and communicated more effectively during their conferences than did the contrast students.

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Rantanen, Esa M., Hamza Khammash, and James C. Hall. "Interdisciplinary Human Factors Curricula for Individualized, Independent Study." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 64, no. 1 (2020): 1390–94. http://dx.doi.org/10.1177/1071181320641332.

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Education and career development of new generations of human factors professionals has rightly been a central concern the Human Factors and Ergonomics Society for many decades. There have been periodic surveys to track the changing employer expectations for new professionals, and there have been several panel discussion at the HFES Annual Meetings to address various issues in education of future professionals. There have been significant changes in academia, where many traditional disciplinary programs are declining and new interdisciplinary programs are emerging. These trends may present novel opportunities for education of the future human factors workforce. In this project we surveyed all courses in a university course catalog to identify courses that offer training, to varying degrees, in the Core Competencies as defined by the Board of Certification in Professional Ergonomics. These courses could form a basis for interdisciplinary programs in human factors without being confined in any particular department or existing program.

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Eshkulovich, Shodmanov Barkamol. "PHYSICAL EDUCATION AND SPORTS TRAINING." American Journal of Social Science and Education Innovations 6, no. 3 (2024): 37–39. http://dx.doi.org/10.37547/tajssei/volume06issue03-07.

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The methodology encompasses a longitudinal study over a twelve-month period, involving a cohort of elite athletes who were subjected to individualized training programs. Performance indicators, including physical endurance, strength, agility, and sport-specific skills, were meticulously tracked and analyzed. The control group, following a standardized training regimen, served as a benchmark for evaluating the relative gains of the experimental group.

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Bağlama, Başak, Mukaddes Sakallı Demirok, and Gönül Akçamete. "SPECIAL EDUCATION TEACHERS’ ATTITUDES TOWARDS DEVELOPING INDIVIDUALIZED EDUCATION PROGRAMS AND CHALLENGES IN THIS PROCESS." Near East University Online Journal of Education 2, no. 1 (2019): 48–58. http://dx.doi.org/10.32955/neuje.v2i1.136.

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Individualized education programs (IEP) are special education programs which is prepared for achieving targetted goals for individuals with special needs based on their developmental characteristics, educational performances and needs and includes support educational services for them. It is really important to prepare IEP’s based on the current performance level and needs of the individuals with special needs. Accordingly, it is considered that attitudes of special education teachers towards IEP development process and challenges that they experience in this process are important in terms of the effectiveness of IEP’s within the scope of this research. Therefore, aim of the present study is to determine the attitudes of teachers working at special education centers in Turkish Republic of Northern Cyprus (TRNC) and challenges that teachers experience during this process. A total number of 65 teachers working at special education centers in TRNC participated in this study. “Attitudes towards the IEP Development Process Scale” and “Challenges faced during IEP Development Process Scale” were used to collect the data of the study. Results have been discussed with the relevant findings from literature and conclusions and recommendations have been provided for further research and special education legislation and practices implemented in TRNC. Keywords: individualized education programs (IEP), IEP development process, attitudes, challenges, special education teachers

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Ryan, Lynne B., and Chauncy N. Rucker. "Computerized vs. Noncomputerized Individualized Education Programs: Teachers' Attitudes, Time, and Cost." Journal of Special Education Technology 8, no. 1 (1986): 5–12. http://dx.doi.org/10.1177/016264348600800102.

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The purpose of this study was to investigate the difference between school districts using computerized and noncomputerized Individualized Education Programs (IEPs) on the attitudes of teachers towards IEPs, the time spent by teachers writing and preparing IEPs, and the cost per IEP. Teachers from twelve randomly selected districts in Massachusetts were involved in the study. Analysis of the data indicated that teachers in districts using computerized IEP systems spent less time writing IEPs and had a more favorable attitude toward the IEP for instructional planning than did teachers using noncomputerized IEP systems. In addition, the cost per IEP for computerized districts was less than the cost for noncomputerized districts. Implications of these results and areas in need of further investigation are discussed.

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Danneker, Jeanne E., and Brian A. Bottge. "Benefits of and Barriers to Elementary Student-Led Individualized Education Programs." Remedial and Special Education 30, no. 4 (2008): 225–33. http://dx.doi.org/10.1177/0741932508315650.

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Rath, Darlyne, Sheryl Boblin-Cummings, Andrea Baumann, Eric Parrott, and Marilyn Parsons. "Individualized Enhancement Programs for Nurses that Promote Competency." Journal of Continuing Education in Nursing 27, no. 1 (1996): 12–16. http://dx.doi.org/10.3928/0022-0124-19960101-05.

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Koh, YoungHwan. "Combining Adapted Physical Education with Individualized Education Programs: Building Korean Pre-Service Teachers’ Self-Efficacy for Inclusive Physical Education." Sustainability 13, no. 5 (2021): 2879. http://dx.doi.org/10.3390/su13052879.

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This study investigated the effect of combining adapted physical education courses with individualized education program training on pre-service teachers’ self-efficacy towards inclusive physical education. Multilevel modeling of a survey completed by two hundred and twenty-seven students enrolled in physical education teacher education programs in Korea was analyzed using a quadratic growth curve model. The results revealed that a combined course did indeed have a significant effect on the pre-service teachers’ self-efficacy towards inclusive physical education compared with groups provided with either just an adapted physical education course or no course. The students receiving the combined course also exhibited a sustainable positive growth rate and an accelerated rate of improvement in their level of self-efficacy towards inclusive physical education. These findings clearly demonstrate that combining adapted physical education courses with individualized education program training can deliver a sustainable educational impact on Korean pre-service physical education teachers’ self-efficacy towards inclusive physical education.

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Slade, Nicole, Abbey Eisenhower, Alice S. Carter, and Jan Blacher. "Satisfaction With Individualized Education Programs Among Parents of Young Children With ASD." Exceptional Children 84, no. 3 (2017): 242–60. http://dx.doi.org/10.1177/0014402917742923.

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We examined parents’ satisfaction with multiple aspects of their children’s individualized education programs (IEPs). Parents ( n = 142) raising children ages 4 to 8 years old with autism spectrum disorder (ASD) reported their satisfaction with four aspects of their children’s IEPs: (a) content of the IEP document, (b) services provided, (c) perceived level of agreement between the IEP document and the services actually provided, and (d) effectiveness of the IEP team. For each domain, just over half of families reported moderate to high satisfaction, whereas 61% of parents were dissatisfied with at least one of the four facets. Overall IEP satisfaction was positively associated with parent–school connectedness and family financial resources but was unrelated to child characteristics. Contrary to expectation, IEP satisfaction was negatively associated with teachers’ years of experience. Findings demonstrate the importance of parent–school relationships and highlight socioeconomic disparities in special education satisfaction.

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Klinova, Olga A. "The use of individual programs of physical development." Yugra State University Bulletin 12, no. 1 (2016): 183–88. http://dx.doi.org/10.17816/byusu2016121183-188.

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This article is devoted development of pedagogical health-saving technologies, including the individualized education program, physical development, and justifying their necessity, formulating a goal, main objectives, principles and stages of work. The distinctive feature of such programs is the choice of each involved individual educational program on physical self-improvement under the guidance of a teacher in physical education.

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Rozalski, Michael, Mitchell L. Yell, and Jacob Warner. "Free Appropriate Public Education, the U.S. Supreme Court, and Developing and Implementing Individualized Education Programs." Laws 10, no. 2 (2021): 38. http://dx.doi.org/10.3390/laws10020038.

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In 1975, the Education for All Handicapped Children Act (renamed the Individuals with Disabilities Education Act in 1990) established the essential obligation of special education law, which is to develop a student’s individualized special education program that enables them to receive a free appropriate public education (FAPE). FAPE was defined in the federal law as special education and related services that: (a) are provided at public expense, (b) meet the standards of the state education agency, (c) include preschool, elementary, or secondary education, and (d) are provided in conformity with a student’s individualized education program (IEP). Thus, the IEP is the blueprint of an individual student’s FAPE. The importance of FAPE has been shown in the number of disputes that have arisen over the issue. In fact 85% to 90% of all special education litigation involves disagreements over the FAPE that students receive. FAPE issues boil down to the process and content of a student’s IEP. In this article, we differentiate procedural (process) and substantive (content) violations and provide specific guidance on how to avoid both process and content errors when drafting and implementing students’ IEPs.

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Rosnaningsih, Asih, Ina Magdalena, Sumiyani, Dayu Retno Puspita, Ratih Ayu Wulandari, and Haryati. "Optimizing The EFL Learning Through Individualized Education Programs for Intellectually Disability Students." Journal of English Education and Teaching 7, no. 4 (2023): 1101–13. http://dx.doi.org/10.33369/jeet.7.4.1101-1113.

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This research aims to describe the English language learning process using Individual Education Program (IEP) in inclusion classes at elementary school level. This research used a qualitative approach with two students with special needs with intellectual disabilities (ID) as the subjects of this research. Three types of data collection techniques used were structured observation, structured interviews and document study. The result of this research indicated that even though the two research subjects have intellectual disability, they can still participate in learning with certain terms and conditions. Every class teacher and special assistant teacher must pay attention to students’ learning needs that supports their learning development which must be in accordance with curriculum objectives. Therefore, teachers must be able to develop the Individualized Education Program (IEP) according to the special needs of students and carry out teaching according to plans that have been made previously. Keywords: Individualized Education Program, Intellectual Disability, students with special needs

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Smith, Stephen W., and Richard L. Simpson. "An Analysis of Individualized Education Programs (IEPs) for Students with Behavioral Disorders." Behavioral Disorders 14, no. 2 (1989): 107–16. http://dx.doi.org/10.1177/019874298901400206.

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Evaluated were 214 Individualized Education Programs (IEPs) of students with behavioral disorders assigned to public school resource, self-contained, and interrelated (i.e., cross-categorical) and residential/institutional special education programs. Federal mandate compliance, number of annual goals, completed short-term objectives, and congruency between annual goals and the present level of performance statement were examined. Descriptive analysis of the results revealed that over one-third of the IEPs lacked necessary mandated components. Differences in number of annual goals and short-term objectives were noted for age groups and delivery models. Incongruencies between present level of performance statement and annual goals were also found across all age groups and delivery models. Implications of these findings are discussed relative to the function of IEPs for students with behavioral disorders.

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Draper, Ellary A. "Individual Education Programs: What Music Teachers Need to Know When Working With Students With Disabilities." General Music Today 33, no. 3 (2020): 42–45. http://dx.doi.org/10.1177/1048371320902754.

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Since the original passing of the Individuals with Disabilities Education Act in 1975, students with disabilities are required to have services that are individualized to meet their needs as documented in their Individual Education Program, or IEP. These documents can often be long and determining the implications for students in music classrooms can be difficult. This article details the history of Individuals with Disabilities Education Act, what is required to be included in the IEP, and what music teachers need to know to be able to apply goals, adaptions, and individualized instruction from students’ IEPs in music classrooms.

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Lee, Kyunghee, and Kristin Rispoli. "Effects of Individualized Education Programs on Cognitive Outcomes for Children with Disabilities in Head Start Programs." Journal of Social Service Research 42, no. 4 (2016): 533–47. http://dx.doi.org/10.1080/01488376.2016.1185075.

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Pincavage, Amber T., Ashish Gandhi, Eli Falk, et al. "Evaluation of an Individualized Learning Plan Template for the Transition to Residency." Journal of Graduate Medical Education 15, no. 5 (2023): 597–601. http://dx.doi.org/10.4300/jgme-d-23-00040.1.

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Background Specialty-specific individualized learning plans (ILPs) have been promoted to improve the undergraduate to graduate medical education transition, yet few pilots have been described. Objective To create and report on the feasibility and acceptability of a pilot internal medicine (IM) ILP template. Methods The ILP was created by a group of diverse IM expert stakeholders and contained questions to stimulate self-reflection and collect self-reported readiness data from incoming interns. US IM residency programs were invited to pilot the ILP with interns in spring 2022. Data was used at the programs’ discretion. The pilot was evaluated by a post-pilot survey of programs to elicit perceptions of the impact and value of the ILP and analyze anonymous ILP data from 3 institutions. Results Fifty-two IM residency programs agreed to participate with a survey response rate of 87% (45 of 52). Of responding programs, 89% (40 of 45) collected ILPs, thus we report on data from these 40 programs. A total of 995 interns enrolled with 782 completing ILPs (79%). One hundred eleven ILPs were analyzed (14%). Most programs found the ILP valuable to understand incoming interns’ competencies (26 of 40, 65%) and areas for improvement (24 of 40, 60%) and thought it should continue (29 of 40, 73%). Programs estimated the ILP took interns 29.2±14.9 minutes and 21.6±10.3 minutes for faculty mentors to complete. The most common barrier was faculty mentor participation. Conclusions An ILP based on interns’ self-reported data was feasible and valuable to IM residency programs in understanding interns’ competencies and areas for improvement.

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Zeitlin, Virginia M., and Svjetlana Curcic. "Parental voices on Individualized Education Programs: ‘Oh, IEP meeting tomorrow? Rum tonight!’." Disability & Society 29, no. 3 (2013): 373–87. http://dx.doi.org/10.1080/09687599.2013.776493.

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Skubic Ermenc, Klara, Damijan Štefanc, and Jasna Mažgon. "CHALLENGES OF DIFFERENTIATED AND INDIVIDUALIZED TEACHING IN VOCATIONAL EDUCATION: THE CASE OF SLOVENIA." Problems of Education in the 21st Century 78, no. 5 (2020): 815–31. http://dx.doi.org/10.33225/pec/20.78.815.

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One of the main factors contributing to students’ optimal development in school settings is the implementation of appropriate differentiating and individualizing measures. While this topic is well researched and addressed in the context of primary and lower secondary education, the theoretical and empirical research on differentiated and individualized teaching in vocational education and training (VET) programs is relatively scarce. However, well-applied individualization measures seem equally important in the context of VET programs, as they are frequently attended by students with lower educational aspirations, diverse socio-cultural backgrounds, and complex educational and personal needs. Our research explores what kind of individualization practices exist in Slovenian VET programs and what roles teachers and school management play in implementing individualized teaching. A single case study with one class of 16-year-old students (N = 22) attending the confectioner VET program was conducted. The data were collected by means of interviews, observations, and questionnaires, and were analyzed and interpreted by combining qualitative and quantitative methodological approaches. The results indicate that the school strove to address the diversity of the student population and used a number of different activities at institutional (school) as well as individual (teacher) levels. However, the potential of a more individualized approach seems to be largely unexploited. It is necessary to understand individualization as a principle implemented at the level of direct teaching and at the school level. Students should receive guidance that adapts the education process to their individual characteristics and aspirations as much as possible. Keywords: differentiated teaching, individualized teaching, school management, Slovenia, vocational education

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İlik, Ş. Şenay, and Rukiye Konuk Er. "Evaluating Parent Participation in Individualized Education Programs by Opinions of Parents and Teachers." Journal of Education and Training Studies 7, no. 2 (2019): 76. http://dx.doi.org/10.11114/jets.v7i2.3936.

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All individuals who are responsible for the education of learners with special needs must actively participate in Individualized Education Programs (IEP). Moreover, IEP is a common ground encouraging educators and parents to work together on an education plan. This study aims to evaluate the opinions of both parents and teachers regarding parent participation in IEP. The qualitative approach was used in this study. To profoundly examine the opinions of parents and special education teachers and to make them explain it in their own words, descriptive survey model, one of the qualitative research methods, was used. Descriptive survey model enables to organize data according to the themes put forward by the research questions and to present it by considering questions and dimensions. The purposive sampling method was used in this study to obtain more detailed information regarding the opinions of special education teachers and parents with children with special needs about the preparation and implementation process of IEP. 22 teachers and 25 parents participated in the study. Data were analyzed through content analysis. It was found that most of the parents do not know anything about IEP. It was also found that parents are not involved in the IEP process and they are not invited by the school/institution. As for the opinions of teachers, it was found that they have some problems about getting the parents to involve in the IEP process. It was seen that teachers are lack of knowledge regarding how to include parents in the IEP process.

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Lewis, Rena B. "Changes in Technology Use in California's Special Education Programs." Remedial and Special Education 18, no. 4 (1997): 233–42. http://dx.doi.org/10.1177/074193259701800405.

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Abstract This study investigated changes in technology use in california's special education programs between the late 1980s and mid-1990s. two groups representing districts that participated in an earlier study were surveyed: special education administrators ( n = 149) and special educators who routinely use technology in instruction ( n = 189). Results suggest that computers and other technologies are more available today and used more often by administrators, teachers, and students with disabilities. Students are more likely to have technology goals on their individualized education programs, interact with technology in general education settings, and use computers as tools rather than for drill-and-practice. Administrators and teachers remain enthusiastic about technology's benefits. However, although technologies used in school programs have become more sophisticated and more plentiful, barriers to full implementation still exist.

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Etscheidt, Susan, and Christina M. Curran. "Peer-Reviewed Research and Individualized Education Programs (IEPs): An Examination of Intent and Impact." Exceptionality 18, no. 3 (2010): 138–50. http://dx.doi.org/10.1080/09362835.2010.491988.

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Trout, Alexandra L., Matthew C. Lambert, Michael H. Epstein, and Marybell Avery. "Health Literacy of Students with and without Individualized Education Programs: A Brief Report." Exceptionality 26, no. 1 (2017): 35–45. http://dx.doi.org/10.1080/09362835.2017.1283630.

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Egan, Kevin. "Academic Advising in Individualized Major Programs: Promoting the Three I’s of General Education." Journal of General Education 64, no. 2 (2015): 75–89. http://dx.doi.org/10.1353/jge.2015.0015.

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Epstein, Michael H., James R. Patton, Edward A. Polloway, and Regina Foley. "Educational Services for Students with Behavior Disorders: A Review of Individualized Education Programs." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 15, no. 1 (1992): 41–48. http://dx.doi.org/10.1177/088840649201500107.

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Siegle, Del. "A Role for ChatGPT and AI in Gifted Education." Gifted Child Today 46, no. 3 (2023): 211–19. http://dx.doi.org/10.1177/10762175231168443.

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This article explores the potential uses of AI in gifted education programs. Gifted students often have unique learning characteristics and require specialized program services. The use of AI can provide advanced content, personalized learning, creative writing and image manipulation, critical thinking and problem-solving, collaboration, research skills, and advanced technology. ChatGPT and Bing AI can be used to provide additional resources and challenges, design individualized learning plans, provide feedback on writing, and pose challenging questions or problems. While AI has its limitations, it can be a valuable tool for gifted education programs to help meet the needs of gifted and talented students.

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Wilson, Gloria Lodato, Craig A. Michaels, and Howard Margolis. "Form versus Function: Using Technology to Develop Individualized Education Programs for Students with Disabilities." Journal of Special Education Technology 20, no. 2 (2005): 37–46. http://dx.doi.org/10.1177/016264340502000204.

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This article discusses the use of IEP software applications from the perspectives of form (i.e., legally correct documents) and function (i.e., educationally appropriate individualized programs). The article provides an overview of the basic components of two fairly comprehensive IEP software programs and discusses the general strengths and weaknesses of IEP software. Suggestions and strategies are offered to help educators become involved in software evaluation and purchasing decisions. Lastly, we offer some optimistic yet cautionary notes about the form versus function aspects of using software to develop IEPs.

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Yun, Sohyeon, Inhye Kim, Hyunseo An, and Hae Yean Park. "Preschool Teachers' Perceptions of Individualized Education Programs: Focusing on the Role of Occupational Therapists." Korean Society of Occupational Therapy 31, no. 4 (2023): 141–56. http://dx.doi.org/10.14519/kjot.2023.31.4.10.

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Objective: This study aimed to understand preschool teachers' perceptions of the establishment and operation of Individualized Education Programs (IEPs) and identify the difficulties they face in managing challenging behaviors in the classroom. This study also explored the significance and necessity of occupational therapists as professionals using a team approach. Methods: A nationwide online survey was conducted from May 8, 2023 to May 21, 2023. Participants included principals, teachers (both general and special education), and staff from kindergartens and nurseries across the country. A total of 203 responses were analyzed. Results: Overall, 70.9% of respondents, responsible for their respective schools, reported that not only children with disabilities (53.9%) but also those without disabilities (46.1%) exhibited challenging behaviors. Although they were aware of IEPs, the respondents indicated the need for professional development regarding the specifics of IEP expansion and implementation. Conclusion: Preschool teachers desire collaborations with other specialists when handling children who show challenging behaviors in their classrooms. These findings suggest the necessity for more research focused on applying a collaborative team approach in individualized education. This also highlights the need for professional seminars and training related to the importance and role of occupational therapy.

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Etscheidt, Susan. "An Analysis of Legal Hearings and Cases Related to Individualized Education Programs for Children with Autism." Research and Practice for Persons with Severe Disabilities 28, no. 2 (2003): 51–69. http://dx.doi.org/10.2511/rpsd.28.2.51.

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Developing appropriate programs for students with autism has been an increasingly complex task for parents, schools, and other stakeholders. Parents of students with autism have challenged the appropriateness of proposed school district programs, and these disputes represent the fastest growing and most expensive area of litigation in special education. In this article, 68 hearings and cases were reviewed. The article discusses the outcomes of administrative and judicial decisions related to appropriate programs for children with autism. Three primary factors were identified: Individualized education program (IEP) goals must be matched to evaluation data, IEP team members must be qualified to develop programs, and the methodology selected must be able to assist the students in achieving identified IEP goals. Implications for school teams are discussed.

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Draper, Ellary A. "Observations of Children with Disabilities in Four Elementary Music Classrooms." Update: Applications of Research in Music Education 36, no. 1 (2016): 12–19. http://dx.doi.org/10.1177/8755123316660594.

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Much of what we know about music classes comes from observing students without disabilities; there is little empirical research that informs music education practices for students with disabilities in inclusive music settings. The purpose of this study was to systematically observe and describe opportunities for nine students with disabilities to engage in behaviors related to the objectives on their Individualized Education Programs and describe their peer interactions, on-task behaviors, and music participation. Students had multiple opportunities to practice Individualized Education Programs goals. Students were most often on-task and interacted with peers extemporaneously and in assigned groups. Opportunities for individual responses and music performances were rare but most often accurate. Results indicate that students’ opportunities to show what they know and can do are often controlled by the teacher, suggesting that music educators, music therapists, and special educators can collaborate to improve and plan for opportunities for students with disabilities.

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Smith, Stephen W. "Comparison Of Individualized Education Programs (Ieps) Of Students With Behavioral Disorders And Learning Disabilities." Journal of Special Education 24, no. 1 (1990): 85–100. http://dx.doi.org/10.1177/002246699002400107.

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Eunjoo Lee. "Role of Individualized Education Programs for Access to General Curriculum for Students with disabilities." Journal of Special Children Education 10, no. 2 (2008): 147–67. http://dx.doi.org/10.21075/kacsn.2008.10.2.147.

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Bjelopoljak, Šejla. "Assessing the quality of teachers' work with an emphasis on individualized educational programs." Školski vjesnik 71, no. 2 (2022): 46–61. http://dx.doi.org/10.38003/sv.71.2.4.

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The specificity of work in regular classes is certainly emphasized by the competencies of teachers to respond to the challenges of individualization of teaching and to provide an individual plan of progress in the educational process, depending on the planned support to the child. Teachers are often dissatisfied due to high expectations of themselves or the system, and there is no empirically based feedback on the quality of their work. In practice, there are also arguments at the expense of poor-quality work that teachers attach more importance to teaching content at the expense of the most important factor in the educational process - students. However, what if these facts do not apply to teachers who are child-oriented? Namely, the aim of the paper was to examine the quality of teachers' work in the process of creating individualized educational programs taking into account the challenges, working with students of different ages in the classroom and subject teaching. The results confirm that the teachers individualize educational programs in cases of support due to the developmental difficulties of children and that there is no statistically significant difference in work depending on the age of the children. This category of teachers is homogeneous. The results also confirm that it is unjustified to talk about the orientation to educational areas and only then to the student. Only 2.3% of teachers are impressed by the areas of socialization, literacy, mathematics and school skills when designing individualized educational programs. At the same time, this way of working speaks in favor of the teacher as the role model by which we can achieve the quality of upbringing and education for every child.

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Erlbaum, Sheila Judith. "A Comprehensive PEL-IEP Speech Curriculum Overview and Related Carryover and Summary Forms Designed for Speech Therapy Services for the Hearing-Impaired." Language, Speech, and Hearing Services in Schools 21, no. 4 (1990): 196–204. http://dx.doi.org/10.1044/0161-1461.2104.196.

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In order to provide appropriate and individualized speech-language-communication skills therapy for deaf and hearing-impaired students, Present Education Levels (PEL) and Individualized Education Programs (IEP) must be developed. This article describes a combined PEL-IEP format which also serves as a curriculum overview for speech-language-communication skills for deaf and hearing-impaired students. Additional information on carryover procedures, parent/teacher contact, and report card format is also presented. Originally designed for preschool students in a school for the deaf, this material can be adapted for use with other populations, age groups, and in a variety of educational and therapeutic settings.

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Glutting, Joseph J. "The McDermott Multidimensional Assessment of Children: Contribution To the Development of Individualized Educational Programs." Journal of Special Education 20, no. 4 (1986): 431–45. http://dx.doi.org/10.1177/002246698602000405.

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Journal articles on the topic 'Individualized education programs'

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